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Specializing in multi-sensory reading and spelling, written expression, math, executive functioning skills, behavior plans, organization skills, and more.





Tri-County Intervention and Tutoring Services offers intervention services, educational aide services, transition services and psychological services for school aged children and young adults. We help develop the intrinsic motivation within each student, so they develop a love of learning. We support each student by providing individual and/or small group intervention services to increase academic performance, as well as, develop better peer relationships.


Our goal is to provide individualized, specialized instruction to students (K-12) identified with a disability, as well as, provide additional intervention to students not identified for Special Education Services. The Intervention Specialist will work closely with the classroom teacher or parent of the home school child to meet the students’ needs and will implement the IEP goals and provide accommodations accordingly. We understand the educational, emotional and social  needs of the child. We work together with teachers and parents to create a successful plan for academic and life-long achievement. The services of Tri-County Intervention and Tutoring services include:

  • Planning and delivering instruction to students in the classroom or intervention room in a small group or one-on-one instruction.

  • Meeting with the classroom teacher or the parent of the home-school child to discuss strategies that can be implemented in the classroom or in the home.

  • Working with the classroom teacher to discuss ways to effectively implement intervention services into the classroom.

  • Working with parents of home-schooled children to assist them in planning the education for their child.

  • Working closely with the teacher during lessons by providing support for the student(s).

  • Measuring the progress for each student by providing progress reports quarterly (March, June, September, December)

  • Gathering information from the classroom teacher to assist in writing measurable IEP goals.

  • Attending IEP meetings (every effort is given to attend IEP meetings; however, there are sometimes scheduling conflicts)


Wilson Reading Instruction: The Wilson Reading System directly and systematically teaches students how to fluently and accurately decode. It is a very interactive and multi-sensory approach to reading. The system teaches total word construction not just phonics. Students also learn to encode (spell) as they learn to decode (read).

Transition Services: Transition planning is a process that will assist students with disabilities to move from school into the adult world. Transition planning takes place when the student is 14 years old. Students and parents will be given a survey to complete that targets specific areas such as: interests, employment, education, training and independent living. The surveys are used to complete post-secondary goals in the IEP. Activities will be coordinated between school, family, students, and/or outside agencies in order to meet post-secondary goals.

Psychological Services: A School Psychologist can provide psychological services, which is multifaceted and utilized in many ways. One way to provide psychological services is by implementing various evidence-based interventions. One type of intervention is academic interventions to support learning. Another type is behavioral interventions in order to increase a desirable behavior while decreasing an undesirable behavior that negatively impacts learning. Additionally, Functional Behavior Assessments can be conducted to discover possible functions of undesirable behaviors. In order to understand functions of behavior, the School Psychologist can conduct structured and unstructured observations in the classroom. Additionally, consultation with the teacher can be provided regarding classroom supports. Furthermore, the School Psychologist can provide individual student counseling, and lead small groups for academic or behavioral support. Moreover, a School Psychologist can administer and interpret standardized, norm-referenced intelligence and academic assessments and yielded scores.


Educational Aide Services: An educational aide supports the student under the direct supervision of an intervention specialist.  The aide may need to support the student in the classroom or provide direct instruction when needed to re-teach a concept. Aides are licensed teachers or hold an educational aide license from the Ohio Department of Education.




Tel: 440-476-3272


Lorie holds a Bachelor’s Degree in Education through John Carroll University.  She is licensed by the State of Ohio as an intervention specialist and elementary teacher in grades 1-8.


Lorie also holds her reading endorsement and Wilson Reading training. Lorie has experience as a classroom middle school teacher, school intervention specialist and private intervention specialist.  


In her free time, she enjoys baking and bike riding.


“Every Student can learn, just not on the same day or in the same way.” -George Evans


Jackie Brennan is a native Clevelander.  She earned her Bachelor of Fine Arts from The Cleveland Institute of Art with a minor in Art Therapy.  In addition to raising and homeschooling her three children, she taught private art classes, English and Cultural awareness classes in home-school cooperative settings.  She also worked as a Respite Care Provider for children with a wide range of disabilities.  Jackie earned her Masters in Special Education; Moderate to Intensive at Cleveland State University.  She has taught in special education classrooms in Cleveland and Euclid public schools and in the LEAD program through the Lake County Educational Service Center.

Michelle went to Ursuline College in Pepper Pike to earn her degree in psychology.   Later, she returned to Notre Dame College in South Euclid to earn her Intervention Specialist license.


She has been teaching special education in the Berkshire School District for 5 years, at Ledgemont Elementary and currently at Burton Elementary.  Michele loves working with her students to help them succeed.


In her spare time, (HA!)  Michele enjoys spending time with her husband, 4 children, and 2 golden retrievers.  They like to travel, go on hikes, hang out by the pool, and go out for ice cream.


“Whether you think you can, or think you can’t, you’re right.” -Henry Ford


Sarah Cartwright was raised in the Cleveland area. She earned a Bachelor of Science degree in Anthropology with a minor in Psychology from Loyola University of Chicago in 2009. She received a Master’s degree in Psychology and a Psychology Specialist degree in School Psychology from Cleveland State University in 2013. Sarah has experience working with children and adolescents with special needs, counseling, and implementing academic and behavioral interventions. Sarah met her husband, Frank, in 2012 and they were married in 2015. Sarah loves experimenting in the kitchen with gluten-free meals and baked goods, crafting and reading.

"The greatest sign of a success for a teacher…is to be able to say, "The children are now working as if I did not exist." -Maria Montessori


Patty received her Bachelor of Arts degree from Cedarville University.  She continued her education at Kent State University and received her Masters in Reading. She received her Wilson Reading Certification in 2014.  Patty has 35 years in public schools teaching first grade, Reading Recovery, and Title 1 Reading. She lives in Middlefield with her husband and three children.


"How do you make learning to read so much fun? It’s not this much fun at school! I love coming here!” (A combination of quotes from former students)

I am 


Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential by Peg Dawson  (Author), Richard Guare  (Author)

There’s nothing more frustrating than watching your bright, talented son or daughter struggle with everyday tasks like finishing homework, putting away toys, or following instructions at school. Your “smart but scattered” child might also have trouble coping with disappointment or managing anger. Drs. Peg Dawson and Richard Guare have great news: there’s a lot you can do to help.

The latest research in child development shows that many kids who have the brain and heart to succeed lack or lag behind in crucial “executive skills”--the fundamental habits of mind required for getting organized, staying focused, and controlling impulses and emotions. Learn easy-to-follow steps to identify your child’s strengths and weaknesses, use activities and techniques proven to boost specific skills, and problem-solve daily routines. Small changes can add up to big improvements--this empowering book shows how.

A Mind at a Time by Mel Levine

Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught.
In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure.

Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.






CELL: 440.476.3272



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